Relevant bibliographies by topics / Student Assessment Survey

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student Assessment Survey'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Student Assessment Survey"

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Suwardianto, Heru, and Vitaria Wahyu Astuti. "Kompetensi Pengkajian Primary Survey dengan Pendekatan Metode Journal Sharing Of Critical Care (JSCC) pada Mahasiswa Profesi Ners." (JKG) JURNAL KEPERAWATAN GLOBAL 5, no. 2 (2020): 74–81. http://dx.doi.org/10.37341/jkg.v5i2.111.

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Background: Primary Survey is important to be achieved by nursing students in carrying out early detection of critical patient conditions. Innovation of learning methods is a challenge for teachers to improve the quality of student competencies. The research objective is the Primary Survey critical nursing competency with the method of journal sharing of critical care (JSCC) approach to nursing professional students. Methods: The research design is descriptive analytic. The study population was all professional students in 2020. The research sample was professional students in 2020 using total
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Zakariás, Adrienn, and Annamária Lőrincz. "PISA survey on students’ financial literacy in Transylvania." Economy & finance 12, no. 2 (2025): 167–92. https://doi.org/10.33908/ef.2025.2.2.

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The international student assessment programme PISA (Programme for International Student Assessment) was launched at the end of the 1990s by the Organisation for Economic Co-operation and Development (OECD). At the beginning, 15-year-old students’ skills were assessed in three areas (applied mathematics, sciences and reading comprehension). However, acknowledging their necessity for everyday life in the 21st century, new competencies such as English language skills, ICT knowledge, environmental sciences and financial culture have also been assessed in some countries since 2012. The findings of
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Sydnor, Emily, and Nicole Pankiewicz. "Assessing Undergraduate Student Learning in Political Science: Development and Implementation of the “PACKS” Survey." PS: Political Science & Politics 50, no. 01 (2017): 204–8. http://dx.doi.org/10.1017/s1049096516002444.

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ABSTRACT This article describes the creation and implementation of a new online assessment program (“PACKS”) for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this t
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H., A. Seneviratne and M. Thenabadu. "EVALUATION OF STUDENT PERCEPTIONS ON "MUDDIEST POINT" CLASSROOM ASSESSMENT TECHNIQUE IMPLEMENTED AS A FORMATIVE ASSESSMENT METHOD." International Journal of Humanities, Art and Social Studies (IJHAS) 6, no. 1 (2023): 33. https://doi.org/10.5281/zenodo.7628901.

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The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative assessment in Software Development Practices (ICT) course at University of Vocational Technology and to assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment technique in the class and conducted a perception survey with regard to use of muddiest point assignments at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point CAT is beneficial to the course (Mean =4.24 n=45) an
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Harkin, Ben, Aspasia Eleni Paltoglou, Khizra Tariq, et al. "Student Experiences of Assessment and Feedback in the National Student Survey: An Analysis of Student Written Responses with Pedagogical Implications." International Journal of Management and Applied Research 9, no. 2 (2022): 115–39. http://dx.doi.org/10.18646/2056.92.22-006.

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The National Student Survey (NSS) indicates that students are less satisfied with Assessment and Feedback versus other dimensions of the NSS in Higher Education Institutions (HEIs) across the United Kingdom (UK). HEIs generally rely on quantitative Likert responses within the NSS to assess the quality of their provision while ignoring written comments. However, we propose that analysis of written comments is essential to understand students’ lived and multidimensional experiences. Therefore, we utilised a Framework Analysis to investigate students' written responses for assessment and feedback
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Harkin, Ben, Aspasia Eleni Paltoglou, Khizra Tariq, et al. "Student Experiences of Assessment and Feedback in the National Student Survey: An Analysis of Student Written Responses with Pedagogical Implications." International Journal of Management and Applied Research 9, no. 2 (2022): 115–39. https://doi.org/10.18646/2056.92.22-006.

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The National Student Survey (NSS) indicates that students are less satisfied with Assessment and Feedback versus other dimensions of the NSS in Higher Education Institutions (HEIs) across the United Kingdom (UK). HEIs generally rely on quantitative Likert responses within the NSS to assess the quality of their provision while ignoring written comments. However, we propose that analysis of written comments is essential to understand students’ lived and multidimensional experiences. Therefore, we utilised a Framework Analysis to investigate students' written responses for assessment an
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Wolfe, Kate S., Sarah L. Hoiland, Kate Lyons, et al. "Hostos Online Learning Assessment (HOLA): A Survey of Student Perceptions." HETS Online Journal 6, no. 2 (2016): 39–61. http://dx.doi.org/10.55420/2693.9193.v6.n2.228.

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 The Office of Education Technology (EdTech) at Hostos Community College and faculty members from various departments created the Hostos Online Learning Assessment (HOLA) Task Force to design a survey for gathering and assessing data about students’ perceptions of their online learning experiences. The task force wanted to utilize the survey results to identify strengths and weaknesses in online instruction and student preparedness for the online learning environment. Student perceptions of online learning are integral to building upon current best practices and also gaugin
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Gonzales, Richard DLC. "From Face-to-Face to Virtual Student Assessment: Changes in Student Assessment Practices during COVID-19 Among Filipino Teachers." European Journal of Education and Pedagogy 4, no. 1 (2023): 159–64. http://dx.doi.org/10.24018/ejedu.2023.4.1.579.

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The COVID-19 pandemic has shaken all facets of society, including education. The government's motion to lock schools due to the global pandemic forced the school system to change its teaching and learning delivery approaches. Teachers were obliged to quickly shift from face-to-face to online, distance, or blended delivery modes. They were also compelled to learn new teaching, assessment, and classroom management tools. Hence, this paper explores changes during COVID-19 in the Philippines because student assessment is vital in education practice, teaching and learning. This descriptive study ut
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Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.

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Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.
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Ismail, Fajri, and Mardiah Astuti. "Analysis of Student Learning Outcomes Assessment in Elementary Schools during the Covid-19 Pandemic: A Survey." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 5179–88. http://dx.doi.org/10.35445/alishlah.v14i4.1404.

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This study aims to analyze the implementation of the assessment of student learning outcomes during the Covid-19 pandemic. This study uses a quantitative survey method involving 3 schools in Palembang. Research data collection through surveys containing several questions assisted through Google Forms. Questionnaires distributed with mixed techniques containing questions about the implementation of the assessment, types of assessments, and assessment media. Quantitative data were analyzed by descriptive technique. The results showed that the assessment was carried out comprehensively from knowl
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Dissertations / Theses on the topic "Student Assessment Survey"

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Jeffs, Lianne Patricia. "Content validity assessment of the University Student Health Survey Instrument." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0026/MQ34071.pdf.

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Winkler, Christa Elisa. "Evaluating utility of the National Survey of Student Engagement subscores for institutional assessment in higher education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586872937322476.

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Cecil, Misty J. "The relationship between student responses on the National Survey of Student Engagement (NSSE) and performance on the Critical-thinking Assessment Test (CAT) : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=105&did=1260790291&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1257454015&clientId=28564.

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Hartman, Deborah Smith. "Self-Efficacy and Cultural Competency Assessment of the Associate Degree Nursing Student." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3995.

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Effective nursing care can be threatened when nurses are not culturally attuned with their patients. Associate degree nursing (ADN) students receive information about diverse ethnicities in the nursing curriculum, but it may not be sufficient to provide the expertise necessary to care for patients of various cultural backgrounds. The purpose of this quantitative study was to explore the 2nd year ADN students' levels of cultural competence and their perceptions of self-efficacy in working with Caucasian, African American, Native American, Hispanic, and Asian ethnicities. The study used a cross-
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Stephens, Paul. "UNDERGRADUATE STUDENT SATISFACTION: INVESTIGATING THE MEASUREMENT, DIMENSIONALITY, AND NATURE OF THE CONSTRUCT USING THE RASCH MODEL." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/25.

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Of the many potential and espoused outcomes of higher education, it was satisfaction that rose to prominence for Alexander Astin, stating, “it is difficult to argue that student satisfaction can be legitimately subordinated to any other education outcome” (1993, p. 273). This high endorsement of the construct of satisfaction is backed by a plethora of arguments of its importance for college and university decision makers. A thorough and accurate rendering of student satisfaction measurement is requisite. To calculate student satisfaction as the magnitude of item endorsement leaves a measure th
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Ardebili, Ranna, Hilary Boles, Amanda Grear, Janet Cooley, and Sandi Thoi. "Evaluating an APPE Assessment Tool Using Electronic Surveys to Assess Preceptor Attitudes and Implementing Improvements to More Accurately Measure Student Achievement." The University of Arizona, 2016. http://hdl.handle.net/10150/613852.

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Class of 2016 Abstract<br>Objectives: (1) To assess preceptors’ attitudes regarding the usefulness of the web-based assessments in evaluating rotation students. (2) To determine which assessment tool (original versus modified) provides more in-depth feedback for the evaluation of students. Subjects: Preceptors for 4th year students completing their Advanced Pharmacy Practice Experiences (APPE) in a variety of pharmacy settings. Methods: Electronic surveys anonymously collected ratings of preceptor attitudes toward the original and modified APPE assessment tools. Data on the usefulness, stren
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Thompson, Roberta Waller. "A statewide survey of professionals' opinions and practices concerning the assessment of attention deficit/hyperactivity disorder in children." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539618316.

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The purpose of this study was to investigate current practices used by clinicians when diagnosing children with AD/HD as well as to explore possible relationships between practices, professional disciplines, opinions, and theoretical leanings.;The study utilized a researcher designed questionnaire mailed to licensed Psychiatrists, Pediatricians, Clinical Psychologists, and Counselors in Virginia. The sample included 274 professionals.;Hypotheses examined relationships between professional discipline and use of assessment methodologies, consultation practices, and classification system preferen
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Bucher, Angie Marie. "A Survey of Instruments to Assess Teacher Content Knowledge in Science." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688657.

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Eckert, Erica L. "Examining the Environment: The Development of a Survey Instrument to Assess Student Perceptions of the University Outdoor Physical Campus." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333676107.

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Patrick, Carla J. "Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy." Wittenberg University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

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Books on the topic "Student Assessment Survey"

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South Carolina. Dept. of Alcohol and Other Drug Abuse Services. and University of South Carolina. Institute of Public Affairs., eds. South Carolina treatment needs assessment student survey summary results. South Carolina Department of Alcohol and Other Drug Abuse Services, 1995.

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Jeffs, Lianne Patricia. Content validity assessment of the university student health survey instrument. National Library of Canada, 1998.

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Cowart, Susan Cooper. Project cooperation: A survey on using student outcomes measures to assess institutional effectiveness. Final report : 1988 survey of AACJC institutions. The American College Testing Program, 1990.

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Adelmann, Pamela K. 1998 Minnesota student survey: Risks, protectors, and preteen behaviors. Minnesota Dept. of Human Services, Performance Measurement & Quality Improvement Division, 2000.

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Barnoski, Robert P. Promoting academic success program: Summer 2006 instructor survey results. Washington State Institute for Public Policy, 2007.

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Barnoski, Robert P. Promoting academic success program: Summer 2006 instructor survey results. Washington State Institute for Public Policy, 2007.

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Laura, Wiltz, Bailey Mona, Educational Resources Information Center (U.S.), and United States. Office of Educational Research and Improvement., eds. Teacher's evaluations of the sustainability of Opportunity To Learn (OTL) assessment strategies: A national survey of classroom teachers in large urban school districts. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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Sachs, Michael L. Respondents under 22 years of age: Selected demographic, functional, and service needs characteristics of respondents to use the community needs surveys and the student adult services survey. s.n., 1986.

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Ontario. Education Quality and Accountability Office. Programme for International Student Achievement [i.e. Assessment] (PISA) and Youth in Transition Survey (YITS): PISA/YITS 2000 Ontario report. Education Quality and Accountability Office, 2001.

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Canada. Human Resources Development Canada., Organisation for Economic Co-operation and Development., Programme for International Student Assessment., Youth in Transition Survey (Canada), and Education Quality and Accountability Office., eds. Programme for International Student Achievement [i.e. Assessment] (PISA) and Youth in Transition Survey (YITS): PISA/YITS 2000 Ontario report. EQAO, 2001.

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Book chapters on the topic "Student Assessment Survey"

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Henning, Gavin W., Darby Roberts, and Marilee J. Bresciani Ludvik. "Survey Design." In Student Affairs Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003447139-8.

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Henning, Gavin W., and Darby M. Roberts. "Survey Design." In Student Affairs Assessment, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003447207-9.

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Winstone, Naomi E., and David Boud. "Developing Assessment Feedback: From Occasional Survey to Everyday Practice." In Engaging Student Voices in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_7.

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Koul, Rekha B. "Classroom Learning Environments and Assessment Practices in Science Classrooms in Western Australia." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_15.

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AbstractThe research described in this paper was aimed at identifying exemplary assessment practices in secondary science classes. In the first stage, following a review of the literature, a six-scale instrument of 48 items was trialed with a sample of 470 students from grades eight, nine and ten in 20 science classrooms in three Western Australian schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a five-scale instrument that was named the Student Perceptions of Assessment Questionnaire (SPAQ). In the second stage, the SPA
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Roy, Mukul Lata, D. Malathi, and J. D. Dorathi Jayaseeli. "Facial Recognition Techniques and Their Applicability to Student Concentration Assessment: A Survey." In Proceedings of International Conference on Deep Learning, Computing and Intelligence. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5652-1_18.

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Roy, Mukul Lata, D. Malathi, and J. D. Dorathi Jayaseeli. "Facial Recognition Techniques and Their Applicability to Student Concentration Assessment: A Survey." In Proceedings of International Conference on Deep Learning, Computing and Intelligence. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5652-1_18.

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Scierri, Irene Dora Maria. "Finalità e modi della valutazione: primi risultati di un’indagine su concezioni e strategie valutative dei docenti delle scuole italiane." In Esercizi di ricerca. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.21.

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Teachers’ assessment concepts and strategies play an important role, due to their effects on students’ learning outcomes and ability to learn independently. The literature gives ample space to ‘formative assessment’ as an approach that supports the teaching-learning process. However, within more recent docimological reflection, it is possible to identify approaches involving different degrees of student involvement in the assessment process, which have been less investigated, especially from an empirical point of view. This is the background for the present research, which attempts to focus on
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Abuzaid, Mohamed M., Wiam Elshami, Bashar Issa, and Mohamed H. Taha. "Effectiveness of HyFlex Simulation-Based Clinical Learning in Comparison to Traditional Learning in Undergraduate Clinical Education." In Future Trends in Education Post COVID-19. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_16.

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AbstractThe use of blended educational approaches, including HyFlex simulation in recent years and during the COVID-19 pandemic, has impacted medical education and has drawn attention to a new teaching method. However, integrating new teaching methods has its advantages and disadvantages. The effectiveness of HyFlex simulation is not well studied in the literature. The study aims to assess the effectiveness of HyFlex simulation-based clinical learning in comparison to traditional learning in undergraduate clinical education. The study collected demographic data, satisfaction, effectiveness, an
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Aydin, Abdullatif, Cameron Kuronen-Stewart, Rebecca A. Fisher, and Kamran Ahmed. "Surgical Training, Simulation and Assessment." In Introduction to Surgery for Students. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43210-6_28.

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Tian, Huisheng, and Zhichang Sun. "Survey Report on Factors Influencing Students’ Academic Achievement." In Assessment Report on Chinese Primary School Students’ Academic Achievement. Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_6.

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Conference papers on the topic "Student Assessment Survey"

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Edwards, Elizabeth, and Rebecca Starkey. "Using Student Survey Data to Build Campus Collaborations." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.7.

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Parvate, Vishakha, William Finzer, Cynthia Beals, and Robert Gould. "Fathoming Student Learning: a Survey Based Approach Using Fathom Surveys to Formative Assessment in an AP-Statistics Classroom." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07703.

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This paper describes a classroom experience using a data gathering and analysis tool to scaffold a learning process that involves classroom surveys as a means of gathering formative assessment data.. An AP-Statistics class uses data about their own sleep patterns to investigate measures of variability. The class applies various measures of variability to the sleep data set and comments on their efficacy using a survey created in Fathom. The students comment on the measures in groups, rate the measures, and provide justifications. Students in a statistics class should find themselves routinely
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Nguyen, Thuy, William O'Brien, and Kathy Schmidt. "Construction Student Technology Skill Assessment: A Survey Instrument." In Construction Research Congress 2009. American Society of Civil Engineers, 2009. http://dx.doi.org/10.1061/41020(339)15.

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Tan, Grace, and Anne Therese Venables. "Impact of a cross-institutional assessment designed to shape future IT professionals." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2169.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Xxxx University and Yyyy University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of s
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Jassó, Judit, Alfredo Milani, and Simonetta Pallottelli. "Blended e-Learning: Survey of On-line Student Assessment." In 2008 19th International Conference on Database and Expert Systems Applications (DEXA). IEEE, 2008. http://dx.doi.org/10.1109/dexa.2008.115.

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Nolte, Hannah, Catherine Berdanier, Jessica Menold, and Christopher McComb. "Comparison of Exams and Design Practica for Assessment in First Year Engineering Design Courses." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22054.

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Abstract In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increa
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Thangaraj, Jagadeeswaran, Monica Ward, and Fiona O'Riordan. "The impact of using formative assessment in introductory programming on teaching and learning." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17104.

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This study offers an efficient formative assessment strategy that may be used to encourage learning and improve students programming comprehension. In addition to traditional teaching sessions, the strategy offers a series of formative assessment quizzes on fundamental programming, utilising an adaptive model for program comprehension as a learning technique. A non-adaptive and an adaptive assessment, both based on multiple-choice questions, are provided to students enrolled in the 2023 introductory programming course. This study investigated how effectively these assessments assisted students
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Dwi Yuniarti, Wenty, Edi Winarko, and Aina Musdholifah. "Data Mining for Student Assessment in e-Leaming: A Survey." In 2020 Fifth International Conference on Informatics and Computing (ICIC). IEEE, 2020. http://dx.doi.org/10.1109/icic50835.2020.9288533.

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Huguet, Carme, Jill Pearse, and Jorge Esteve. "New tools for online teaching and their impact on student learning." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12811.

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In the context of the global Covid-19 crisis, a practical introductory Geosciences course was redesigned to aid student learning in a 100% virtual format. New materials were created to i) improve disciplinary language range and concept acquisition; ii) make classes more dynamic; iii) provide tools for self-regulated learning and assessment and iv) maintain student motivation. Usefulness of the new materials was evaluated using a voluntary online survey that was answered by 40% of the students. Additional information was obtained from the university's student evaluation survey. All tools were w
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Karim, Azharul, Sharon Altena, Henk Huijser, and Sabrina Fawzia. "Relationship between deep learning and authentic assessment in undergraduate engineering education." In International Conference on Advancements in Engineering Education. Science Technology and Management Crescent Australia, 2024. https://doi.org/10.71427/icaeed2025/21.

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This study aims to explore the relationship between deep learning and authentic assessment in Australian undergraduate engineering education. The hypothesis posits that students will adopt deep learning approaches when engaging with authentic assessment tasks. Drawing from existing literature on student learning approaches, assessment influences, and disciplinary differences, this study aimed to identify the dimensions influencing deep learning, examine student perceptions of authentic assessment, and establish the relationship between assessment types and deep learning factors. After carefull
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Reports on the topic "Student Assessment Survey"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w
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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show t
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Chan, Melvin Chee Yeen, and Jennifer Pei-Ling Tan. Secondary quantitative analysis of core research data (2004-2010): A multilevel study of academic achievement and 21st century competencies. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22604.

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The Core Research Programme is a large-scale representative study of teaching, learning and cognitive assessment practices and student outcomes. Within this major project, survey and assessment data were collected across three subsidiary projects. Core 1 Panel 2 (2004) and Core 2 Panel 2 (2010) are two unique datasets that focus on how school, classroom and student level factors contribute to individual variation in student achievement and other key 21st century (21C) learning outcomes. Core 1 Panel 6 (2008), on the other hand, is another study that captures a broader range of affective, educa
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Wachen, John, and Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains
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Wang, Victoria, Melanie Leung-Gagné, Hanna Melnick, and Marjorie Wechsler. Universal prekindergarten expansion in California: Progress and opportunitites. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/597.103.

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This report provides an update on UPK implementation across the state through an analysis of survey responses from 1,384 LEAs, which represent almost all (95%) public school districts and two thirds (65%) of charter schools that serve elementary grades. Findings provide insights into LEAs’ progress in UPK implementation related to service delivery models, facilities and transportation, instruction and assessment, strategies to support student needs, workforce development, implementation challenges, and technical assistance needs.
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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysi
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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hur
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to p
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Atuhurra, Julius, Rastee Chaudhry, Tahrima Hossain, and Michelle Kaffenberger. Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/057.

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The content coverage of the Integrated Curriculum (IC) for Nepali Language Arts and Reading is broad, but some topics, including foundational reading and writing skills, are emphasised more than others. The IC generally emphasises middle levels of cognitive demand. IC content is highly aligned across Grades 1-3. Grade 1 teachers cover IC topics more broadly, and typically at lower cognitive demand levels, than the curriculum prescribes. The Classroom-Based Early Grade Reading Assessment (CB-EGRA) focuses on a narrower set of skills than either the curriculum or instruction, and typically at hi
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